IDENTIFYING AND CULTIVATING LEADERSHIP POTENTIAL IN SCHOOL PSYCHOLOGY: A CONCEPTUAL FRAMEWORK

Though National Association of School Psychologists standards acknowledge the urgent need for leadership skills among school psychologists and loosely define a leadership agenda, a cogent model for the training and practice of this skill set has not yet been explicated. The formulation of a prelimin...

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Bibliographic Details
Published in:Psychology in the schools 2014-01, Vol.51 (1), p.15-31
Main Author: Augustyniak, Kristine M.
Format: Article
Language:English
Subjects:
Accountability
Behavior
Biological and medical sciences
Educational psychology
Fundamental and applied biological sciences. Psychology
Health staff related problems. Vocational training
Leadership
Leadership Training
Medical sciences
Miscellaneous
Organizational Effectiveness
Personality Traits
Psychology. Psychoanalysis. Psychiatry
Psychology. Psychophysiology
Psychopathology. Psychiatry
School Psychologists
School Psychology
Sentences
Skills
Social psychiatry. Ethnopsychiatry
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Summary:Though National Association of School Psychologists standards acknowledge the urgent need for leadership skills among school psychologists and loosely define a leadership agenda, a cogent model for the training and practice of this skill set has not yet been explicated. The formulation of a preliminary conceptual framework is a particularly pressing agenda for school psychology practitioners and academicians who, in response to the call for increased accountability in general and special education, must shift curricula from a traditional diagnostic/consultative/intervention framework to include topics related to organizational effectiveness. The objective of this article is to identify key behaviors, skills, dispositions, and contextual variables that will facilitate successful leadership among practicing school psychologists and then to propose considerations for specialist‐level training in school psychology.
ISSN:0033-3085
1520-6807
DOI:10.1002/pits.21731